ABSTRACT The evaluation as praxis and human condition was installed in the educational event. That permeates: actions, processes, curriculums, programs, knowledge, subjects and institutions, to the point that any educational action (pedagogical, formative) that is not accompanied by various evaluative forms seems unimaginable. The pedagogical practice, installed with the relevance that currently characterizes it as an area of training does not escape evaluative action. This exercise deals with the analysis of what is actually said about the evaluation of pedagogical practices in some (public) higher education institutions in our country, particularly in some of their academic programs aimed at training licensed in various areas of knowledge. The research, documentary, analytical and descriptive, contains conceptualizations and characterizations; senses, teleologies and intentions; criteria; scenarios and subjects; procedures and instruments; evaluation systems, etc., that come into play in this action of evaluating institutionalized pedagogical practices.